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Friday, November 29, 2024

Natural rights and legal rights

Some philosophers distinguish two types of rights, natural rights and legal rights.

  • Natural rights are those that are not dependent on the laws or customs of any particular culture or government, and so are universal, fundamental and inalienable (they cannot be repealed by human laws, though one can forfeit their enjoyment through one's actions, such as by violating someone else's rights). Natural law is the law of natural rights.
  • Legal rights are those bestowed onto a person by a given legal system (they can be modified, repealed, and restrained by human laws). The concept of positive law is related to the concept of legal rights.

Natural law first appeared in ancient Greek philosophy, and was referred to by Roman philosopher Cicero. It was subsequently alluded to in the Bible, and then developed in the Middle Ages by Catholic philosophers such as Albert the Great, his pupil Thomas Aquinas, and Jean Gerson in his 1402 work "De Vita Spirituali Animae." During the Age of Enlightenment, the concept of natural laws was used to challenge the divine right of kings, and became an alternative justification for the establishment of a social contract, positive law, and government – and thus legal rights – in the form of classical republicanism. Conversely, the concept of natural rights is used by others to challenge the legitimacy of all such establishments.

The idea of human rights derives from theories of natural rights. Those rejecting a distinction between human rights and natural rights view human rights as the successor that is not dependent on natural law, natural theology, or Christian theological doctrine. Natural rights, in particular, are considered beyond the authority of any government or international body to dismiss. The 1948 United Nations Universal Declaration of Human Rights is an important legal instrument enshrining one conception of natural rights into international soft law. Natural rights were traditionally viewed as exclusively negative rights, whereas human rights also comprise positive rights. Even on a natural rights conception of human rights, the two terms may not be synonymous.

The concept of natural rights is not universally accepted, partly due to its religious associations and perceived incoherence. Some philosophers argue that natural rights do not exist and that legal rights are the only rights; for instance, Jeremy Bentham called natural rights "simple nonsense". Iusnaturalism, particularly, holds that legal norms follow a human universal knowledge. Thus, it views enacted laws that contradict such universal knowledge as unjust and illegitimate, but some jusnaturalists might attribute the source of natural law to a natural order instead of a divine mandate.

History

The idea that certain rights are natural or inalienable also has a history dating back at least to the Stoics of late Antiquity, through Catholic law of the early Middle Ages, and descending through the Protestant Reformation and the Age of Enlightenment to today.

The existence of natural rights has been asserted by different individuals on different premises, such as a priori philosophical reasoning or religious principles. For example, Immanuel Kant claimed to derive natural rights through reason alone. The United States Declaration of Independence, meanwhile, is based upon the "self-evident" truth that "all men are ... endowed by their Creator with certain unalienable Rights".

Likewise, different philosophers and statesmen have designed different lists of what they believe to be natural rights; almost all include the right to life and liberty as the two highest priorities. H. L. A. Hart argued that if there are any rights at all, there must be the right to liberty, for all the others would depend upon this. T. H. Green argued that "if there are such things as rights at all, then, there must be a right to life and liberty, or, to put it more properly to free life." John Locke emphasized "life, liberty and property" as primary. However, despite Locke's influential defense of the right of revolution, Thomas Jefferson substituted "pursuit of happiness" in place of "property" in the United States Declaration of Independence.

Ancient

Stephen Kinzer, a veteran journalist for The New York Times and the author of the book All The Shah's Men, writes in the latter that:

The Zoroastrian religion taught Iranians that citizens have an inalienable right to enlightened leadership and that the duty of subjects is not simply to obey wise kings but also to rise up against those who are wicked. Leaders are seen as representative of God on earth, but they deserve allegiance only as long as they have farr, a kind of divine blessing that they must earn by moral behavior.

The 40 Principal Doctrines of the Epicureans taught that "in order to obtain protection from other men, any means for attaining this end is a natural good" (PD 6). They believed in a contractarian ethics where mortals agree to not harm or be harmed, and the rules that govern their agreements are not absolute (PD 33), but must change with circumstances (PD 37–38). The Epicurean doctrines imply that humans in their natural state enjoy personal sovereignty and that they must consent to the laws that govern them, and that this consent (and the laws) can be revisited periodically when circumstances change.

The Stoics held that no one was a slave by nature; slavery was an external condition juxtaposed to the internal freedom of the soul (sui juris). Seneca the Younger wrote:

It is a mistake to imagine that slavery pervades a man's whole being; the better part of him is exempt from it: the body indeed is subjected and in the power of a master, but the mind is independent, and indeed is so free and wild, that it cannot be restrained even by this prison of the body, wherein it is confined.

Of fundamental importance to the development of the idea of natural rights was the emergence of the idea of natural human equality. As the historian A.J. Carlyle notes: "There is no change in political theory so startling in its completeness as the change from the theory of Aristotle to the later philosophical view represented by Cicero and Seneca. ... We think that this cannot be better exemplified than with regard to the theory of the equality of human nature." Charles H. McIlwain likewise observes that "the idea of the equality of men is the profoundest contribution of the Stoics to political thought" and that "its greatest influence is in the changed conception of law that in part resulted from it." Cicero argues in De Legibus that "we are born for Justice, and that right is based, not upon opinions, but upon Nature."

Modern

One of the first Western thinkers to develop the contemporary idea of natural rights was French theologian Jean Gerson, whose 1402 treatise De Vita Spirituali Animae is considered one of the first attempts to develop what would come to be called modern natural rights theory.

The Polish-Lithuanian union made a natural rights case at the Council of Constance (1414–1418), led by Paulus Vladimiri, rector of the Jagiellonian University. He challenged legality of the Teutonic Order's crusade against Lithuania, arguing that the Order could only wage a defensive war if pagans violated the natural rights of the Christians. Vladimiri further stipulated that infidels had rights which had to be respected, and neither the Pope nor the Holy Roman Emperor had the authority to violate them. Lithuanians also brought a group of Samogitian representatives to testify to atrocities committed by the Order.

The Stoic doctrine that the "inner part cannot be delivered into bondage" re-emerged centuries later in the Reformation doctrine of liberty of conscience. In 1523, Martin Luther wrote:

Furthermore, every man is responsible for his own faith, and he must see it for himself that he believes rightly. As little as another can go to hell or heaven for me, so little can he believe or disbelieve for me; and as little as he can open or shut heaven or hell for me, so little can he drive me to faith or unbelief. Since, then, belief or unbelief is a matter of everyone's conscience, and since this is no lessening of the secular power, the latter should be content and attend to its own affairs and permit men to believe one thing or another, as they are able and willing, and constrain no one by force.

17th-century English philosopher John Locke discussed natural rights in his work, identifying them as being "life, liberty, and estate (property)", and argued that such fundamental rights could not be surrendered in the social contract. Preservation of the natural rights to life, liberty, and property was claimed as justification for the rebellion of the American colonies. As George Mason stated in his draft for the Virginia Declaration of Rights, "all men are born equally free", and hold "certain inherent natural rights, of which they cannot, by any compact, deprive or divest their posterity." Another 17th-century Englishman, John Lilburne (known as Freeborn John), who came into conflict with both the monarchy of King Charles I and the military dictatorship of Oliver Cromwell, argued for level human basic rights he called "freeborn rights" which he defined as being rights that every human being is born with, as opposed to rights bestowed by government or by human law.

The distinction between alienable and unalienable rights was introduced by Francis Hutcheson. In his Inquiry into the Original of Our Ideas of Beauty and Virtue (1725), Hutcheson foreshadowed the Declaration of Independence, stating: "For wherever any Invasion is made upon unalienable Rights, there must arise either a perfect, or external Right to Resistance. ... Unalienable Rights are essential Limitations in all Governments." Hutcheson, however, placed clear limits on his notion of unalienable rights, declaring that "there can be no Right, or Limitation of Right, inconsistent with, or opposite to the greatest public Good." Hutcheson elaborated on this idea of unalienable rights in his A System of Moral Philosophy (1755), based on the Reformation principle of the liberty of conscience. One could not in fact give up the capacity for private judgment (e.g., about religious questions) regardless of any external contracts or oaths to religious or secular authorities so that right is "unalienable". Hutcheson wrote: "Thus no man can really change his sentiments, judgments, and inward affections, at the pleasure of another; nor can it tend to any good to make him profess what is contrary to his heart. The right of private judgment is therefore unalienable."

In the German Enlightenment, Hegel gave a highly developed treatment of this inalienability argument. Like Hutcheson, Hegel based the theory of inalienable rights on the de facto inalienability of those aspects of personhood that distinguish persons from things. A thing, like a piece of property, can in fact be transferred from one person to another. According to Hegel, the same would not apply to those aspects that make one a person:

The right to what is in essence inalienable is imprescriptible, since the act whereby I take possession of my personality, of my substantive essence, and make myself a responsible being, capable of possessing rights and with a moral and religious life, takes away from these characteristics of mine just that externality which alone made them capable of passing into the possession of someone else. When I have thus annulled their externality, I cannot lose them through lapse of time or from any other reason drawn from my prior consent or willingness to alienate them.

In discussion of social contract theory, "inalienable rights" were said to be those rights that could not be surrendered by citizens to the sovereign. Such rights were thought to be natural rights, independent of positive law. Some social contract theorists reasoned, however, that in the natural state only the strongest could benefit from their rights. Thus, people form an implicit social contract, ceding their natural rights to the authority to protect the people from abuse, and living henceforth under the legal rights of that authority.

Many historical apologies for slavery and illiberal government were based on explicit or implicit voluntary contracts to alienate any "natural rights" to freedom and self-determination. The de facto inalienability arguments of Hutcheson and his predecessors provided the basis for the anti-slavery movement to argue not simply against involuntary slavery but against any explicit or implied contractual forms of slavery. Any contract that tried to legally alienate such a right would be inherently invalid. Similarly, the argument was used by the democratic movement to argue against any explicit or implied social contracts of subjection (pactum subjectionis) by which a people would supposedly alienate their right of self-government to a sovereign as, for example, in Leviathan by Thomas Hobbes. According to Ernst Cassirer,

There is, at least, one right that cannot be ceded or abandoned: the right to personality...They charged the great logician [Hobbes] with a contradiction in terms. If a man could give up his personality he would cease being a moral being. ... There is no pactum subjectionis, no act of submission by which man can give up the state of free agent and enslave himself. For by such an act of renunciation he would give up that very character which constitutes his nature and essence: he would lose his humanity.

These themes converged in the debate about American independence. While Jefferson was writing the Declaration of Independence, Welsh nonconformist Richard Price sided with the colonists' claim that King George III was "attempting to rob them of that liberty to which every member of society and all civil communities have a natural and unalienable title." Price again based the argument on the de facto inalienability of "that principle of spontaneity or self-determination which constitutes us agents or which gives us a command over our actions, rendering them properly ours, and not effects of the operation of any foreign cause." Any social contract or compact allegedly alienating these rights would be non-binding and void, wrote Price:

Neither can any state acquire such an authority over other states in virtue of any compacts or cessions. This is a case in which compacts are not binding. Civil liberty is, in this respect, on the same footing with religious liberty. As no people can lawfully surrender their religious liberty by giving up their right of judging for themselves in religion, or by allowing any human beings to prescribe to them what faith they shall embrace, or what mode of worship they shall practise, so neither can any civil societies lawfully surrender their civil liberty by giving up to any extraneous jurisdiction their power of legislating for themselves and disposing their property.

Price raised a furor of opposition so in 1777 he wrote another tract that clarified his position and again restated the de facto basis for the argument that the "liberty of men as agents is that power of self-determination which all agents, as such, possess." In Intellectual Origins of American Radicalism, Staughton Lynd pulled together these themes and related them to the slavery debate:

Then it turned out to make considerable difference whether one said slavery was wrong because every man has a natural right to the possession of his own body, or because every man has a natural right freely to determine his own destiny. The first kind of right was alienable: thus Locke neatly derived slavery from capture in war, whereby a man forfeited his labor to the conqueror who might lawfully have killed him; and thus Dred Scott was judged permanently to have given up his freedom. But the second kind of right, what Price called "that power of self-determination which all agents, as such, possess," was inalienable as long man remained man. Like the mind's quest for religious truth from which it was derived, self-determination was not a claim to ownership which might be both acquired and surrendered, but an inextricable aspect of the activity of being human.

Meanwhile, in America, Thomas Jefferson "took his division of rights into alienable and unalienable from Hutcheson, who made the distinction popular and important", and in the 1776 United States Declaration of Independence, famously condensed this to:

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights...

In the 19th century, the movement to abolish slavery seized this passage as a statement of constitutional principle, although the U.S. constitution recognized and protected the institution of slavery. As a lawyer, future Chief Justice Salmon P. Chase argued before the Supreme Court in the case of John Van Zandt, who had been charged with violating the Fugitive Slave Act, that:

The law of the Creator, which invests every human being with an inalienable title to freedom, cannot be repealed by any interior law which asserts that man is property.

The concept of inalienable rights was criticized by Jeremy Bentham and Edmund Burke as groundless. Bentham and Burke claimed that rights arise from the actions of government, or evolve from tradition, and that neither of these can provide anything inalienable. (See Bentham's "Critique of the Doctrine of Inalienable, Natural Rights", and Burke's Reflections on the Revolution in France). Presaging the shift in thinking in the 19th century, Bentham famously dismissed the idea of natural rights as "nonsense on stilts". By way of contrast to the views of Burke and Bentham, Patriot scholar and justice James Wilson criticized Burke's view as "tyranny".

The signers of the Declaration of Independence deemed it a "self-evident truth" that all men "are endowed by their Creator with certain unalienable Rights". In The Social Contract, Jean-Jacques Rousseau claims that the existence of inalienable rights is unnecessary for the existence of a constitution or a set of laws and rights. This idea of a social contract – that rights and responsibilities are derived from a consensual contract between the government and the people – is the most widely recognized alternative.

One criticism of natural rights theory is that one cannot draw norms from facts. This objection is variously expressed as the is-ought problem, the naturalistic fallacy, or the appeal to nature. G.E. Moore, for example, said that ethical naturalism falls prey to the naturalistic fallacy. Some defenders of natural rights theory, however, counter that the term "natural" in "natural rights" is contrasted with "artificial" rather than referring to nature. John Finnis, for example, contends that natural law and natural rights are derived from self-evident principles, not from speculative principles or from facts.

There is also debate as to whether all rights are either natural or legal. Fourth president of the United States James Madison, while representing Virginia in the House of Representatives, believed that there are rights, such as trial by jury, that are social rights, arising neither from natural law nor from positive law (which are the basis of natural and legal rights respectively) but from the social contract from which a government derives its authority.

Thomas Hobbes

Thomas Hobbes

Thomas Hobbes (1588–1679) included a discussion of natural rights in his moral and political philosophy. Hobbes' conception of natural rights extended from his conception of man in a "state of nature". Thus he argued that the essential natural (human) right was "to use his own power, as he will himself, for the preservation of his own Nature; that is to say, of his own Life; and consequently, of doing any thing, which in his own judgement, and Reason, he shall conceive to be the aptest means thereunto." (Leviathan. 1, XIV)

Hobbes sharply distinguished this natural "liberty", from natural "laws", described generally as "a precept, or general rule, found out by reason, by which a man is forbidden to do, that, which is destructive of his life, or taketh away the means of preserving his life; and to omit, that, by which he thinketh it may best be preserved." (Leviathan. 1, XIV)

In his natural state, according to Hobbes, man's life consisted entirely of liberties and not at all of laws – "It followeth, that in such a condition, every man has the right to every thing; even to one another's body. And therefore, as long as this natural Right of every man to every thing endureth, there can be no security to any man... of living out the time, which Nature ordinarily allow men to live." (Leviathan. 1, XIV)

This would lead inevitably to a situation known as the "war of all against all", in which human beings kill, steal and enslave others to stay alive, and due to their natural lust for "Gain", "Safety" and "Reputation". Hobbes reasoned that this world of chaos created by unlimited rights was highly undesirable, since it would cause human life to be "solitary, poor, nasty, brutish, and short". As such, if humans wish to live peacefully they must give up most of their natural rights and create moral obligations to establish political and civil society. This is one of the earliest formulations of the theory of government known as the social contract.

Hobbes objected to the attempt to derive rights from "natural law", arguing that law ("lex") and right ("jus") though often confused, signify opposites, with law referring to obligations, while rights refer to the absence of obligations. Since by our (human) nature, we seek to maximize our well being, rights are prior to law, natural or institutional, and people will not follow the laws of nature without first being subjected to a sovereign power, without which all ideas of right and wrong are meaningless – "Therefore before the names of Just and Unjust can have place, there must be some coercive Power, to compel men equally to the performance of their Covenants..., to make good that Propriety, which by mutual contract men acquire, in recompense of the universal Right they abandon: and such power there is none before the erection of the Commonwealth." (Leviathan. 1, XV)

This marked an important departure from medieval natural law theories which gave precedence to obligations over rights.

John Locke

John Locke, "Life, Liberty, Estate (property)"

John Locke (1632–1704) was another prominent Western philosopher who conceptualized rights as natural and inalienable. Like Hobbes, Locke believed in a natural right to life, liberty, and property. It was once conventional wisdom that Locke greatly influenced the American Revolution with his writings of natural rights, but this claim has been the subject of protracted dispute in recent decades. For example, the historian Ray Forrest Harvey declared that Jefferson and Locke were at "two opposite poles" in their political philosophy, as evidenced by Jefferson's use in the Declaration of Independence of the phrase "pursuit of happiness" instead of "property". More recently, the eminent legal historian John Phillip Reid has deplored contemporary scholars' "misplaced emphasis on John Locke", arguing that American revolutionary leaders saw Locke as a commentator on established constitutional principles. Thomas Pangle has defended Locke's influence on the Founding, claiming that historians who argue to the contrary either misrepresent the classical republican alternative to which they say the revolutionary leaders adhered, do not understand Locke, or point to someone else who was decisively influenced by Locke. This position has also been sustained by Michael Zuckert.

According to Locke, there are three natural rights:

  • Life: everyone is entitled to live.
  • Liberty: everyone is entitled to do anything they want to so long as it does not conflict with the first right.
  • Estate: everyone is entitled to own all they create or gain through gift or trade so long as it does not conflict with the first two rights.

In developing his concept of natural rights, Locke was influenced by reports of society among Native Americans, whom he regarded as natural peoples who lived in a "state of liberty" and perfect freedom, but "not a state of license". It also informed his conception of social contract. Although he does not blatantly state it, his position implies that even in light of our unique characteristics we should not be treated differently by our neighbors or our rulers. "Locke is arguing that there is no natural characteristic sufficient to distinguish one person from another... of, course there are plenty of natural differences between us" (Haworth 103). What Haworth takes from Locke is that John Locke was obsessed with supporting equality in society, treating everyone as an equal. He does though highlight our differences with his philosophy showing that we are all unique and important to society. In his philosophy, it is highlighted that the ideal government should also protect everyone, and provide rights and freedom to everyone, because we are all important to society. His ideas then were developed into the movements for freedom from the British creating our government. However, his implied thought of freedom for all is applied most heavily in our culture today. Starting with the civil rights movement, and continuing through women's rights, Locke's call for a fair government can be seen as the influence in these movements. His ideas are typically just seen as the foundation for modern democracy; however, it is not unreasonable to credit Locke with the social activism throughout the history of America.

By founding this sense of freedom for all, Locke was laying the groundwork for the equality that occurs today. Despite the apparent misuse of his philosophy in early American democracy. The Civil Rights movement and the suffrage movement both called out the state of American democracy during their challenges to the government's view on equality. To them it was clear that when the designers of democracy said all, they meant all people shall receive those natural rights that John Locke cherished so deeply. "a state also of equality, wherein all the power and jurisdiction is reciprocal, no one having more than another" (Locke II,4). Locke in his papers on natural philosophy clearly states that he wants a government where all are treated equal in freedoms especially. "Locke's views on toleration were very progressive for the time" (Connolly). Authors such as Jacob Connolly confirm that to them Locke was highly ahead of his time with all this progressive thinking. That is that his thought fits our current state of democracy where we strive to make sure that everyone has a say in the government, and everyone has a chance at a good life. Regardless of race, gender, or social standing starting with Locke it was made clear not only that the government should provide rights, but rights to everyone through his social contract.

The social contract is an agreement between members of a country to live within a shared system of laws. Specific forms of government are the result of the decisions made by these persons acting in their collective capacity. Government is instituted to make laws that protect the three natural rights. If a government does not properly protect these rights, it can be overthrown.

Thomas Paine

Thomas Paine

Thomas Paine (1731–1809) further elaborated on natural rights in his influential work Rights of Man (1791), emphasizing that rights cannot be granted by any charter because this would legally imply they can also be revoked and under such circumstances, they would be reduced to privileges:

It is a perversion of terms to say that a charter gives rights. It operates by a contrary effect – that of taking rights away. Rights are inherently in all the inhabitants; but charters, by annulling those rights, in the majority, leave the right, by exclusion, in the hands of a few. ... They ... consequently are instruments of injustice. The fact therefore must be that the individuals themselves, each in his own personal and sovereign right, entered into a compact with each other to produce a government: and this is the only mode in which governments have a right to arise, and the only principle on which they have a right to exist.

American individualist anarchists

Benjamin Tucker

While at first American individualist anarchists adhered to natural rights positions, later in this era led by Benjamin Tucker, some abandoned natural rights positions and converted to Max Stirner's Egoist anarchism. Rejecting the idea of moral rights, Tucker said there were only two rights: "the right of might" and "the right of contract". He also said, after converting to Egoist individualism, "In times past... it was my habit to talk glibly of the right of man to land. It was a bad habit, and I long ago sloughed it off. ... Man's only right to land is his might over it."

According to Wendy McElroy:

In adopting Stirnerite egoism (1886), Tucker rejected natural rights which had long been considered the foundation of libertarianism. This rejection galvanized the movement into fierce debates, with the natural rights proponents accusing the egoists of destroying libertarianism itself. So bitter was the conflict that a number of natural rights proponents withdrew from the pages of Liberty in protest even though they had hitherto been among its frequent contributors. Thereafter, Liberty championed egoism although its general content did not change significantly.

Several periodicals were "undoubtedly influenced by Liberty's presentation of egoism, including I published by C.L. Swartz, edited by W.E. Gordak and J.W. Lloyd (all associates of Liberty); The Ego and The Egoist, both of which were edited by Edward H. Fulton. Among the egoist papers that Tucker followed were the German Der Eigene, edited by Adolf Brand, and The Eagle and The Serpent, issued from London. The latter, the most prominent English-language egoist journal, was published from 1898 to 1900 with the subtitle 'A Journal of Egoistic Philosophy and Sociology'". Among those American anarchists who adhered to egoism include Benjamin Tucker, John Beverley Robinson, Steven T. Byington, Hutchins Hapgood, James L. Walker, Victor Yarros and E.H. Fulton.

Contemporary

Many documents now echo the phrase used in the United States Declaration of Independence. The preamble to the 1948 United Nations Universal Declaration of Human Rights asserts that rights are inalienable: "recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world." Article 1, § 1 of the California Constitution recognizes inalienable rights and articulated some (not all) of those rights as "defending life and liberty, acquiring, possessing, and protecting property, and pursuing and obtaining safety, happiness, and privacy." However, there is still much dispute over which "rights" are truly natural rights and which are not, and the concept of natural or inalienable rights is still controversial to some.

Erich Fromm argued that some powers over human beings could be wielded only by God, and that if there were no God, no human beings could wield these powers.

Contemporary political philosophies continuing the classical liberal tradition of natural rights include libertarianism, anarcho-capitalism and Objectivism, and include amongst their canon the works of authors such as Robert Nozick, Ayn Rand and Murray Rothbard. A libertarian view of inalienable rights is laid out in Morris and Linda Tannehill's The Market for Liberty, which claims that a man has a right to ownership over his life and therefore also his property, because he has invested time (i.e. part of his life) in it and thereby made it an extension of his life. However, if he initiates force against and to the detriment of another man, he alienates himself from the right to that part of his life which is required to pay his debt: "Rights are not inalienable, but only the possessor of a right can alienate himself from that right – no one else can take a man's rights from him."

Various definitions of inalienability include non-relinquishability, non-salability, and non-transferability. This concept has been recognized by libertarians as being central to the question of voluntary slavery, which Murray Rothbard dismissed as illegitimate and even self-contradictory. Stephan Kinsella argues that "viewing rights as alienable is perfectly consistent with – indeed, implied by – the libertarian non-aggression principle. Under this principle, only the initiation of force is prohibited; defensive, restitutive, or retaliatory force is not."

Various philosophers have created different lists of rights they consider to be natural. Proponents of natural rights, in particular Hesselberg and Rothbard, have responded that reason can be applied to separate truly axiomatic rights from supposed rights, stating that any principle that requires itself to be disproved is an axiom. Critics have pointed to the lack of agreement between the proponents as evidence for the claim that the idea of natural rights is merely a political tool.

Hugh Gibbons has proposed a descriptive argument based on human biology. His contention is that human beings were other-regarding as a matter of necessity, to avoid the costs of conflict. Over time they developed expectations that individuals would act in certain ways which were then prescribed by society (duties of care etc.) and that eventually crystallized into actionable rights.

Catholic Church

The Catholic Church considers natural law a dogma. The Church considers that: "The natural law expresses the original moral sense which enables man to discern by reason the good and the evil, the truth and the lie: 'The natural law is written and engraved in the soul of each and every man, because it is human reason ordaining him to do good and forbidding him to sin . . . But this command of human reason would not have the force of law if it were not the voice and interpreter of a higher reason to which our spirit and our freedom must be submitted.'" The natural law consists, for the Catholic Church, of one supreme and universal principle from which are derived all our natural moral obligations or duties. Thomas Aquinas resumes the various ideas of Catholic moral thinkers about what this principle is: since good is what primarily falls under the apprehension of the practical reason, the supreme principle of moral action must have the good as its central idea, and therefore the supreme principle is that good is to be done and evil avoided.

Thursday, November 28, 2024

Declaration of the Rights of Man and of the Citizen

From Wikipedia, the free encyclopedia
Declaration of the Rights of Man and of the Citizen, a portrait by Jean-Jacques-François Le Barbier

The Declaration of the Rights of Man and of the Citizen (French: Déclaration des droits de l'Homme et du citoyen de 1789), set by France's National Constituent Assembly in 1789, is a human civil rights document from the French Revolution. Inspired by Enlightenment philosophers, the Declaration was a core statement of the values of the French Revolution and had a significant impact on the development of popular conceptions of individual liberty and democracy in Europe and worldwide.

The Declaration was initially drafted by Marquis de Lafayette, with assistance from Thomas Jefferson, but the majority of the final draft came from Abbé Sieyès. Influenced by the doctrine of natural right, human rights are held to be universal: valid at all times and in every place. It became the basis for a nation of free individuals protected equally by the law. It is included at the beginning of the constitutions of both the Fourth French Republic (1946) and Fifth Republic (1958), and is considered valid as constitutional law.

History

The content of the document emerged largely from the ideals of the Enlightenment. Lafayette prepared the principal drafts in consultation with his close friend Thomas Jefferson. In August 1789, Abbé Emmanuel Joseph Sieyès and Honoré Mirabeau played a central role in conceptualizing and drafting the final Declaration of the Rights of Man and of the Citizen.

The last article of the Declaration of the Rights of Man and the Citizen was adopted on the 26 of August 1789 by the National Constituent Assembly, during the period of the French Revolution, as the first step toward writing a constitution for France. Inspired by the Enlightenment, the original version of the Declaration was discussed by the representatives based on a 24-article draft proposed by the sixth bureau, led by Jérôme Champion de Cicé. The draft was later modified during the debates. A second and lengthier declaration, known as the Declaration of the Rights of Man and Citizen of 1793, was written in 1793 but never formally adopted.

Background

Print of the 17 articles of the Declaration of the Rights of Man and of the Citizen in 1789 (Musée de la Révolution française)

The concepts in the Declaration come from the philosophical and political duties of the Enlightenment, such as individualism, the social contract as theorized by the Genevan philosopher Rousseau, and the separation of powers espoused by the Baron de Montesquieu. As can be seen in the texts, the French declaration was heavily influenced by the political philosophy of the Enlightenment and principles of human rights, as was the U.S. Declaration of Independence, which preceded it (4 July 1776).

These principles were shared widely throughout European society, rather than being confined to a small elite as in the past. This took different forms, such as 'English coffeehouse culture', and extended to areas colonised by Europeans, particularly British North America. Contacts between diverse groups in Edinburgh, Geneva, Boston, Amsterdam, Paris, London, or Vienna were much greater than often appreciated.

Transnational elites who shared ideas and styles were not new; what changed was their extent and the numbers involved. Under Louis XIV, Versailles was the centre of French culture, fashion and political power. Improvements in education and literacy over the course of the 18th century meant larger audiences for newspapers and journals, with Masonic lodges, coffee houses and reading clubs providing areas where people could debate and discuss ideas. The emergence of this "public sphere" led to Paris replacing Versailles as the cultural and intellectual centre, leaving the Court isolated and less able to influence opinion.

Assisted by Thomas Jefferson, then American diplomat to France, Lafayette prepared a draft which echoed some of the provisions of the US declaration. However, there was no consensus on the role of the Crown, and until this question was settled, it was impossible to create political institutions. When presented to the legislative committee on 11 July, it was rejected by pragmatists such as Jean Joseph Mounier, President of the Assembly, who feared creating expectations that could not be satisfied.

Conservatives like Gérard de Lally-Tollendal wanted a bicameral system, with an upper house appointed by the king, who would have the right of veto. On 10 September, the majority led by Sieyès and Talleyrand rejected this in favour of a single assembly, while Louis XVI retained only a "suspensive veto"; this meant he could delay the implementation of a law, but not block it. With these questions settled, a new committee was convened to agree on a constitution; the most controversial remaining issue was citizenship, itself linked to the debate on the balance between individual rights and obligations. Ultimately, the 1791 Constitution distinguished between 'active citizens' who held political rights, defined as French males over the age of 25, who paid direct taxes equal to three days' labour, and 'passive citizens', who were restricted to 'civil rights'. As a result, it was never fully accepted by radicals in the Jacobin club.

After editing by Mirabeau, it was published on 26 August as a statement of principle. The final draft contained provisions then considered radical in any European society, let alone France in 1789. French historian Georges Lefebvre argues that combined with the elimination of privilege and feudalism, it "highlighted equality in a way the (American Declaration of Independence) did not". More importantly, the two differed in intent; Jefferson saw the US Constitution and Bill of Rights as fixing the political system at a specific point in time, claiming they 'contained no original thought...but expressed the American mind' at that stage. The 1791 French Constitution was viewed as a starting point, the Declaration providing an aspirational vision, a key difference between the two Revolutions. Attached as a preamble to the French Constitution of 1791, and that of the 1870 to 1940 French Third Republic, it was incorporated into the current Constitution of France in 1958.

Summary of principles

The Declaration defined a single set of individual and collective rights for all men. Influenced by the doctrine of natural rights, these rights are held to be universal and valid in all times and places. For example, "Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good." They have certain natural rights to property, to liberty, and to life. According to this theory, the role of government is to recognize and secure these rights. Furthermore, the government should be carried on by elected representatives.

When it was written, the rights contained in the declaration were only awarded to men. Furthermore, the declaration was a statement of vision rather than reality. The declaration was not deeply rooted in either the practice of the West or even France at the time. The declaration emerged in the late 18th century out of war and revolution. It encountered opposition, as democracy and individual rights were frequently regarded as synonymous with anarchy and subversion. This declaration embodies ideals and aspirations towards which France pledged to struggle in the future.

Substance

The Declaration is introduced by a preamble describing the fundamental characteristics of the rights, which are qualified as "natural, unalienable and sacred" and "simple and incontestable principles" on which citizens could base their demands. In the second article, "the natural and imprescriptible rights of man" are defined as "liberty, property, security and resistance to oppression". It called for the destruction of aristocratic privileges by proclaiming an end to feudalism and to exemptions from taxation, freedom, and equal rights for all "Men" and access to public office based on talent. The monarchy was restricted, and all citizens had the right to participate in the legislative process. Freedom of speech and press were declared, and arbitrary arrests outlawed.

The Declaration also asserted the principles of popular sovereignty, in contrast to the divine right of kings that characterized the French monarchy, and social equality among citizens, "All the citizens, being equal in the eyes of the law, are equally admissible to all public dignities, places, and employments, according to their capacity and without distinction other than that of their virtues and of their talents," eliminating the special rights of the nobility and clergy.

Articles

Article I – Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good.

Article II – The goal of any political association is the conservation of the natural and imprescriptible rights of man. These rights are liberty, property, safety and resistance against oppression.

Article III – The principle of any sovereignty resides essentially in the Nation. No body, no individual may exercise any authority which does not proceed directly from the nation.

Article IV – Liberty consists of doing anything which does not harm others: thus, the exercise of the natural rights of each man has only those borders which assure other members of the society the fruition of these same rights. These borders can be determined only by the law.

Article V – The law has the right to forbid only actions harmful to society. Anything which is not forbidden by the law cannot be impeded, and no one can be constrained to do what it does not order.

Article VI – The law is the expression of the general will. All the citizens have the right of contributing personally or through their representatives to its formation. It must be the same for all, either that it protects, or that it punishes. All the citizens, being equal in its eyes, are equally admissible to all public dignities, places, and employments, according to their capacity and without distinction other than that of their virtues and of their talents.

Article VII – No man can be accused, arrested nor detained but in the cases determined by the law, and according to the forms which it has prescribed. Those who solicit, dispatch, carry out or cause to be carried out arbitrary orders, must be punished; but any citizen called or seized under the terms of the law must obey at once; he renders himself culpable by resistance.

Article VIII – The law should establish only penalties that are strictly and evidently necessary, and no one can be punished but under a law established and promulgated before the offense and legally applied.

Article IX – Any man being presumed innocent until he is declared culpable if it is judged indispensable to arrest him, any rigor which would not be necessary for the securing of his person must be severely reprimanded by the law.

Article X – No one may be disquieted for his opinions, even religious ones, provided that their manifestation does not trouble the public order established by the law.

Article XI – The free communication of thoughts and of opinions is one of the most precious rights of man: any citizen thus may speak, write, print freely, except to respond to the abuse of this liberty, in the cases determined by the law.

Article XII – The guarantee of the rights of man and of the citizen necessitates a public force: this force is thus instituted for the advantage of all and not for the particular utility of those in whom it is trusted.

Article XIII – For the maintenance of the public force and for the expenditures of administration, a common contribution is indispensable; it must be equally distributed to all the citizens, according to their ability to pay.

Article XIV – Each citizen has the right to ascertain, by himself or through his representatives, the need for a public tax, to consent to it freely, to know the uses to which it is put, and of determining the proportion, basis, collection, and duration.

Article XV – The society has the right of requesting an account from any public agent of its administration.

Article XVI – Any society in which the guarantee of rights is not assured, nor the separation of powers determined, has no Constitution.

Article XVII – Property being an inviolable and sacred right, no one can be deprived of private usage, if it is not when the public necessity, legally noted, evidently requires it, and under the condition of a just and prior indemnity.

Active and passive citizenship

Cartoon from 1791 mocking the distinction between active and passive citizens.

While the French Revolution provided rights to a larger portion of the population, there remained a distinction between those who obtained the political rights in the Declaration of the Rights of Man and of the Citizen and those who did not. Those who were deemed to hold these political rights were called active citizens. Active citizenship was granted to men who were French, at least 25 years old, paid taxes equal to three days work, and could not be defined as servants. This meant that at the time of the Declaration, only male property owners held these rights. The deputies in the National Assembly believed that only those who held tangible interests in the nation could make informed political decisions. This distinction directly affects articles 6, 12, 14, and 15 of the Declaration of the Rights of Man and of the Citizen, as each of these rights is related to the right to vote and to participate actively in the government. With the decree of 29 October 1789, the term active citizen became embedded in French politics.

The concept of passive citizens was created to encompass those populations excluded from political rights in the Declaration of the Rights of Man and of the Citizen. Because of the requirements set down for active citizens, the vote was granted to approximately 4.3 million Frenchmen out of a population of around 29 million. These omitted groups included women, the poor, enslaved people, children, and foreigners. As the General Assembly voted upon these measures, they limited the rights of certain groups of citizens while implementing the democratic process of the new French Republic (1792–1804). This legislation, passed in 1789, was amended by the creators of the Constitution of the Year III to eliminate the label of an active citizen. The power to vote was then, however, to be granted solely to substantial property owners.

Tensions arose between active and passive citizens throughout the Revolution. This happened when passive citizens started to call for more rights or openly refused to listen to the ideals set forth by active citizens.

Women, in particular, were strong passive citizens who played a significant role in the Revolution. Olympe de Gouges penned her Declaration of the Rights of Woman and of the Female Citizen in 1791 and drew attention to the need for gender equality. By supporting the ideals of the French Revolution and wishing to expand them to women, she represented herself as a revolutionary citizen. Madame Roland also established herself as an influential figure throughout the Revolution. She saw women of the French Revolution as holding three roles; "inciting revolutionary action, formulating policy, and informing others of revolutionary events." By working with men, as opposed to working apart from men, she may have been able to further the fight for revolutionary women. As players in the French Revolution, women occupied a significant role in the civic sphere by forming social movements and participating in popular clubs, allowing them societal influence, despite their lack of direct political power.

Women's rights

The Declaration recognized many rights as belonging to citizens (who could only be male). This was despite the fact that after The March on Versailles on 5 October 1789, women presented the Women's Petition to the National Assembly in which they proposed a decree giving women equal rights. In 1790, Nicolas de Condorcet and Etta Palm d'Aelders unsuccessfully called on the National Assembly to extend civil and political rights to women. Condorcet declared that "he who votes against the right of another, whatever the religion, color, or sex of that other, has henceforth abjured his own". The French Revolution did not lead to a recognition of women's rights and this prompted Olympe de Gouges to publish the Declaration of the Rights of Woman and of the Female Citizen in September 1791.

The Declaration of the Rights of Woman and of the Female Citizen is modeled on the Declaration of the Rights of Man and of the Citizen and is ironic in the formulation and exposes the failure of the French Revolution, which had been devoted to equality. It states that:

This revolution will only take effect when all women become fully aware of their deplorable condition, and of the rights, they have lost in society.

The Declaration of the Rights of Woman and of the Female Citizen follows the seventeen articles of the Declaration of the Rights of Man and of the Citizen point for point. Camille Naish has described it as "almost a parody... of the original document". The first article of the Declaration of the Rights of Man and of the Citizen proclaims that "Men are born and remain free and equal in rights. Social distinctions may be based only on common utility." The first article of the Declaration of the Rights of Woman and the Female Citizen replied: "Woman is born free and remains equal to man in rights. Social distinctions may only be based on common utility".

De Gouges also draws attention to the fact that under French law, women were fully punishable yet denied equal rights, declaring, "Women have the right to mount the scaffold, they must also have the right to mount the speaker's rostrum".

Slavery

The declaration did not revoke the institution of slavery, as lobbied for by Jacques-Pierre Brissot's Les Amis des Noirs and against by the group of colonial planters called the Club Massiac, because they met at the Hôtel Massiac. Despite the lack of explicit mention of slavery in the Declaration, slave uprisings in Saint-Domingue in the Haitian Revolution were inspired by it, as discussed in C. L. R. James's history of the Haitian Revolution, The Black Jacobins. In Louisiana, the organizers of the Pointe Coupée Slave Conspiracy of 1795 also drew information from the declaration.

Deplorable conditions for the thousands of enslaved people in Saint-Domingue, the most profitable slave colony in the world, led to the uprisings known as the first successful slave revolt in the New World. Free persons of color were part of the first wave of revolt, but later formerly enslaved people took control. In 1794, the convention was dominated by the Jacobins and abolished slavery, including in the colonies of Saint-Domingue and Guadeloupe. However, Napoleon reinstated it in 1802 and attempted to regain control of Saint-Domingue by sending in thousands of troops. After suffering the losses of two-thirds of the men, many to yellow fever, the French withdrew from Saint-Domingue in 1803. Napoleon gave up on North America and agreed to the Louisiana Purchase by the United States. In 1804, the leaders of Saint-Domingue declared it an independent state, the Republic of Haiti, the second republic of the New World. Napoleon abolished the slave trade in 1815. Slavery in France was finally abolished in 1848.

Homosexuality

The vast amount of personal freedom given to citizens by the document created a situation where homosexuality was decriminalized by the French Penal Code of 1791, which covered felonies; the law simply failed to mention sodomy as a crime, and thus no one could be prosecuted for it. The 1791 Code of Municipal Police did provide misdemeanor penalties for "gross public indecency," which the police could use to punish anyone having sex in public places or otherwise violating social norms. This approach to punishing homosexual conduct was reiterated in the French Penal Code of 1810.

Homework

From Wikipedia, the free encyclopedia
A person doing geometry homework
Children doing homework on the street, Tel Aviv, 1954

Homework is a set of tasks assigned to students by their teachers to be completed at home. Common homework assignments may include required reading, a writing or typing project, mathematical exercises to be completed, information to be reviewed before a test, or other skills to be practiced.

The benefits of homework are debated. Generally speaking, homework does not improve academic performance among young children. Homework may improve academic skills among older students, especially lower-achieving students. It is also believed it creates stress on students and parents, and reduces the amount of time that students can spend in other important activities. Hence, emphasis should be not on how long students spend on the homework but on what they gain through the practice. It can be useful to help students develop their self-regulation skills.

Cultivating self-regulation skills is vital for individuals to become lifelong learners and sustain their growth over time. While developing these skills may require dedication and patience, the long-term benefits can make it worthwhile to some.

Purposes

A child completing her homework

The basic objectives of assigning homework to students often align with schooling in general. However, assigning homework serves multiple purposes for teachers, which include:

  • reinforcing skills taught in class
  • extending skills to new situations
  • preparing for future class lessons
  • engaging students in active learning
  • developing time management and study skills
  • promoting parent-student communications
  • encouraging collaboration between students
  • fulfilling school/district policies
  • demonstrating a rigorous school program to others
  • punishing a student or a class

Effects

Academic performance

Senegalese child doing homework

Homework research dates back to the early 1900s. However, no consensus exists on the general effectiveness on homework. Results of homework studies vary based on multiple factors, such as the age group of those studied and the measure of academic performance.

Younger students who spend more time on homework generally have slightly worse, or the same academic performance, as those who spend less time on homework. Homework has not been shown to improve academic achievements for grade school students. Proponents claim that assigning homework to young children helps them learn good study habits. No research has ever been conducted to determine whether this claim has any merit.

Among teenagers, students who spend more time on homework generally have higher grades, and higher test scores than students who spend less time on homework. Large amounts of homework cause students' academic performance to worsen, even among older students. Students who are assigned homework in middle and high school score somewhat better on standardized tests, but the students who have more than 90 minutes of homework a day in middle school or more than two hours in high school score worse.

Low-achieving students receive more benefit from doing homework than high-achieving students. However, school teachers commonly assign less homework to the students who need it most, and more homework to the students who are performing well. In past centuries, homework was a cause of academic failure: when school attendance was optional, students would drop out of school entirely if they were unable to keep up with the homework assigned.

Non-academic

The amount of homework given does not necessarily affect students' attitudes towards homework and various other aspects of school.

Epstein (1988) found a near-zero correlation between the amount of homework and parents' reports on how well their elementary school students behaved. Vazsonyi & Pickering (2003) studied 809 adolescents in American high schools, and found that, using the Normative Deviance Scale as a model for deviance, the correlation was r = 0.28 for white students, and r = 0.24 for African-American students. For all three of the correlations, higher values represent a higher correlation between time spent on homework and poor conduct.

Bempechat (2004) says that homework develops students' motivation and study skills. In a single study, parents and teachers of middle school students believed that homework improved students' study skills and personal responsibility skills. Their students were more likely to have negative perceptions about homework and were less likely to ascribe the development of such skills to homework. Leone & Richards (1989) found that students generally had negative emotions when completing homework and reduced engagement compared to other activities.

Busy work

Homework should not be merely given to occupy student's time.

The intention of homework is to further test students' knowledge at home. However, there is a line between productive work and busy work. Busy work has no inherent value; it just occupies time. Karin Chenoweth provides an example of a student taking chemistry who must color a mole for homework. Chenoweth shared how busy work like this can have a negative effect on students, and explained that having this simple drawing is of no worth in terms of learning, yet it lowered the student's grade in class. However, Miriam Ferzli et al. point out that just because an assignment is time consuming does not give students the right to call an assignment "busy work," which can be seen in the case of lab reports, which are indeed time-consuming but which are also key to learning.

One way to promote productive learning starts in the classroom and then seeps into the homework. Brian Cook and Andrea Babon point to the difference between active and passive learning, noting that active learning promotes engagement and "a deeper approach to learning that enables students to develop meaning from knowledge." Cook and Babon discuss the use of weekly quizzes, which are based on the course readings and which test each student's understanding at the end of each week. Weekly quizzes engage not only students, but also teachers, who must look at what is commonly missed, review students' answers, and clear up any misunderstandings.

Sarah Greenwald and Judy Holdener discuss the rise of online homework and report that "online homework can increase student engagement, and students generally appreciate the immediate feedback offered by online homework systems as well as the ability to have multiple attempts after an incorrect solution." Greenwald and Holdener state that after creating effective homework assignments, teachers must also implement the learning from that homework. Greenwald and Holdener point to a teacher who uses a two-step homework process of connecting homework to classroom learning by first assigning homework followed by in-class presentations. The teacher says using class time for following up on homework gives that connection to what is learned in the class, noting, "In the initial step students complete and submit (traditional) homework assignments electronically, and then later they revisit their work through presentations of selected problems during class.

Tanzanian student doing her homework in a school bus before getting home

Health and daily life

Homework has been identified in numerous studies and articles as a dominant or significant source of stress and anxiety for students. Studies on the relation between homework and health are few compared to studies on academic performance.

Cheung & Leung-Ngai (1992) surveyed 1,983 students in Hong Kong, and found that homework led not only to added stress and anxiety, but also physical symptoms, such as headaches and stomachaches. Students in the survey who were ridiculed or punished by parents and peers had a higher incidence of depression symptoms, with 2.2% of students reporting that they "always" had suicidal thoughts, and anxiety was exacerbated by punishments and criticism of students by teachers for both problems with homework as well as forgetting to hand in homework.

A 2007 study of American students by MetLife found that 89% of students felt stressed from homework, with 34% reporting that they "often" or "very often" felt stressed from homework. Stress was especially evident among high school students. Students that reported stress from homework were more likely to be deprived of sleep.

Homework can cause tension and conflict in the home as well as at school, and can reduce students' family and leisure time. In the Cheung & Leung-Ngai (1992) survey, failure to complete homework and low grades where homework was a contributing factor was correlated with greater conflict; some students have reported teachers and parents frequently criticizing their work. In the MetLife study, high school students reported spending more time completing homework than performing home tasks. Kohn (2006) argued that homework can create family conflict and reduce students' quality of life. The authors of Sallee & Rigler (2008), both high school English teachers, reported that their homework disrupted their students' extracurricular activities and responsibilities. However, Kiewra et al. (2009) found that parents were less likely to report homework as a distraction from their children's activities and responsibilities. Galloway, Conner & Pope (2013) recommended further empirical study relating to this aspect due to the difference between student and parent observations.

Time use

A University of Michigan Institute for Social Research nationally representative survey of American 15- to 17-year olds, conducted in 2003, found an average of 50 minutes of homework each weekday.

A 2019 Pew Research Center review of Bureau of Labor Statistics' American Time Use Survey data reported that 15-, 16-, and 17-year-olds Americans, spent on average an hour a day on homework during the school year. The change in this demographic's average daily time spent doing homework (during the school year) increased by about 16 minutes from 2003–2006 to 2014–2017. U.S. teenage girls spent more time doing homework than U.S. teenage boys.

A 2019 nationally representative survey of 95,505 freshmen at U.S. colleges, conducted by the UCLA Higher Education Research Institute, asked respondents, "During your last year in high school, how much time did you spend during a typical week studying/doing homework?" 1.9% of respondents said none, 7.4% said less than one hour, 19.5% said 1–2 hours, 27.9% said 3–5 hours, 21.4% said 6–10 hours, 11.4% said 11–15 hours, 6.0% said 16–20 hours, 4.5% said over 20 hours.

Galloway, Conner & Pope (2013) surveyed 4,317 students from ten "privileged, high-performing" high schools in the U.S., and found that students reported spending more than 3 hours on homework daily. 72% of the students reported stress from homework, and 82% reported physical symptoms. The students slept an average of 6 hours 48 minutes, lower than recommendations prescribed by various health agencies.

Homework in the United States, the United Kingdom, and Spain

Japanese students doing homework, c. 1915
Hearing the Homework; Yrjö Ollila

Homework has been in practice across cultures and societies for over a century. For decades the practice and acceptance of homework as an important part of schooling have also been in question by the arguments that run in the field of education both in its favor or against bouncing back and forth throughout. It was in the late 1900s, that a lot of researchers started writing books and publishing articles presenting their arguments and urging for reforms. Given the extensive scope of the history and practices of homework in various countries, including a comprehensive analysis within this article is not feasible. Therefore, it tried to providing insights into the context of homework in the United States, the United Kingdom, and Spain.

United States

Historically, homework was frowned upon in American culture. With few students able to pursue higher education, and with many children and teenagers needing to dedicate significant amounts of time to chores and farm work, homework was disliked not only by parents, but also by some schools. The students' inability to keep up with the homework, which was largely memorizing an assigned text at home, contributed to students dropping out of school at a relatively early age. Attending school was not legally required, and if the student could not spend afternoons and evenings working on homework, then the student could quit school.

Complaints from parents were common at all levels of society. In 1880, Francis Amasa Walker convinced the school board in Boston to prohibit teachers from assigning math homework under normal circumstances. In 1900, journalist Edward Bok railed against schools assigning homework to students until age 15. He encouraged parents to send notes to their children's teachers to demand the end of all homework assignments, and thousands of parents did so. Others looked at the new child labor laws in the United States and noted that school time plus homework exceeded the number of hours that a child would be permitted to work for pay. The campaign resulted in the US Congress receiving testimony to the effect that experts thought children should never have any homework, and that teenagers should be limited to a maximum of two hours of homework per day. In 1901, the California legislature passed an act that effectively abolished homework for anyone under the age of 15. While homework was generally out of favor in the first half of the 20th century, some people supported homework reform, such as by making the assignments more relevant to the students' non-school lives, rather than prohibiting it.

In the 1950s, with increasing pressure on the United States to stay ahead in the Cold War, homework made a resurgence, and children were encouraged to keep up with their Russian counterparts. From that time on, social attitudes have oscillated approximately on a 15-year cycle: homework was encouraged in the 1950s to mid-1960s; it was rejected from the mid-1960s until 1980; it was encouraged again from 1980 and the publication of A Nation at Risk until the mid-1990s, when the Cold War ended. At that time, American schools were overwhelmingly in favor of issuing some homework to students of all grade levels. Homework was less favored after the end of the Cold War. The debate has since persisted, with numerous books and articles being published on the advantages and disadvantages of homework concerning student learning.

United Kingdom

British students get more homework than many other countries in Europe. The weekly average for the subject is 5 hours. The main distinction for UK homework is the social gap, with middle-class teenagers getting a disproportionate amount of homework compared to Asia and Europe.

Spain

In 2012, a report by the OECD showed that Spanish children spend 6.4 hours a week on homework. This prompted the CEAPA, representing 12,000 Spanish parent associations, to call for a homework strike.

Benefits

Some educators argue that homework is beneficial to students, as it enhances learning, develops the skills taught in class, and lets educators verify that students comprehend their lessons. Proponents also argue that homework makes it more likely that students will develop and maintain proper study habits that they can use throughout their educational career.

Criticisms

Homework can take up a large portion of a student's free time and lead to stress, despair, anger, and sleep disorders among children, as well as arguments among families.

Homework and its effects, justifications, motivations and alleged benefits have been the subject of sharp criticism among many education experts and researchers.

Criticism of repetitive tasks, rote learning, and memorization created concerns about students' overall health and well-being. This belief gained momentum, particularly in primary schools, leading to calls for the abolition of homework. Parents also joined the movement, asserting that their children were being deprived of play, relaxation, and quality time due to the burden of excessive homework. They also believed the quality of time with their children has been seriously affected by the too much work given as homework.

According to a study by the Dresden University of Technology, homework—described in the study as "an educational ritual"—has little to no influence on academic performance.

When assigning homework, each student is usually given the same exercises, regardless of how well the student is performing. This leaves some students under-challenged and others overwhelmed by their homework. For others, the degree of difficulty of homework may be appropriate, but students are unable to decide for themselves whether they need to deepen their knowledge in a particular subject or whether to use the time in other subjects with which they experience more difficulty, despite the fact that homework is often seen as a way of encouraging self-regulation.

Homework is sometimes used to outsource school material not completed in class to the home, leaving children with homework that is not designed to be done on their own and parents feeling helpless and frustrated. As a consequence, students often have to use the internet or other resources for help, which provides disadvantages for students without internet access. Thus, such homework fails to promote equality of opportunity. Homework without professional feedback from the teacher has little effect on the learning success of students.

Even if it is generally not wanted by homework distributors (unless homework is given as a punishment), completing homework may take up a large part of the student's free time. It is often the case that children try to finish their homework until late at night, which can lead to sleep disorders and unhealthy stress. Children may feel overwhelmed when they have too much homework, which can negatively affect children's natural curiosity and thirst for knowledge.

A study by the UCL Institute of Education, which concerned the impact of homework in different countries, discovered that the pressure associated with homework causes arguments among family members. The study also showed that homework can lead to anxiety, depression, and emotional exhaustion among children.

A collaboration effort between schools, teachers, and parents plays a crucial role in creating a positive homework environment. Experts recommend that schools and educators actively involve parents in their children's homework by seeking their direct and indirect input and establishing open lines of communication that invite parental engagement. This can create a supportive and conducive homework atmosphere for their students.

How can we make homework more meaningful? It is a question that always needs a careful conversation among all stakeholders.

There has been extensive consideration and discussion on how to redefine the purpose of homework to make it more meaningful for students. However, breaking away from old beliefs and practices that simply assumed completing homework tasks would enhance student motivation, academic achievement, and behavior control required significant effort and time. It was seen as a paradigm shift to rethink homework practice and ensure it catered to the needs of diverse learners. This shift called for teachers to adopt a more comprehensive approach to developing homework and assignments and incorporate them into their teaching. Despite the challenges teachers may encounter, the current belief is that the primary objective of homework is to facilitate student learning while they work on it. Homework should encourage students to actively engage in their learning, articulate their thought processes, and develop or suggest strategies when they encounter difficulties in problem-solving.

Current conversations on the topic suggest the quality of homework matters more than the amount of time spent on it. Fostering a positive attitude and maintaining a healthy balance in all grade levels needs continuous effort from all stakeholders to bring the desired ultimate change in student learning.

Human extinction

From Wikipedia, the free encyclopedia https://en.wikipedia.org/wiki/Human_ext...